Abstract of

A Formative Experiment Investigating Literacy Engagement Among Adolescent Latina/o Students Just Beginning to Read, Write, and Speak English

Gay Ivey, James Madison University, Harrisonburg, Virginia, USA

Karen Broaddus, Woodberry Forest School, Woodberry Forest, Virginia, USA

The overarching pedagogical goal of this formative experiment was to facilitate engaged reading and writing in a language arts classroom of seventh- and eighth-grade native Spanish speakers who were assigned to a team composed solely of second-language learners for the entire school year. Fourteen students participated in the study. An intervention was designed to emphasize (a) self-selected reading and (b) whole-class and small-group teacher-directed reading and writing on high-interest topics. Initial assessments of literacy and the use of accessible and culturally diverse reading materials were keys to the instruction. Modifications to the intervention for the whole class are explained and highlighted through the experiences of students. Changes in the instructional environment were noted, and unanticipated effects related to student compliance are described. The results and discussion address the challenges of assessing literacy among second-language learners and the importance of teacher expertise.

Abstract from Ivey, G., & Broaddus, K. (2007, October/November/December). A Formative Experiment Investigating Literacy Engagement Among Adolescent Latina/o Students Just Beginning to Read, Write, and Speak English. Reading Research Quarterly, 42(4), 512–545. doi: 10.1598/RRQ.42.4.4